ADDING UP THE SPENDING

Transcription

1 ADDING UP THE SPENDING FISCAL DISPARITIES AND PHILANTHROPY AMONG NEW YORK CITY CHARTER SCHOOLS Bruce D. Baker and Richard Ferris Rutgers University January 2011 National Education Policy Center School of Education, University of Colorado at Boulder Boulder, CO Telephone: Fax: This is one of a series of briefs made possible in part by funding from The Great Lakes Center for Education Research and Practice.

2 Kevin Welner Editor Don Weitzman Academic Editor William Mathis Managing Director Erik Gunn Managing Editor Briefs published by the National Education Policy Center (NEPC) are blind peer-reviewed by members of the Editorial Review Board. Visit to find all of these briefs. For information on the editorial board and its members, visit: Publishing Director: Alex Molnar Suggested Citation: Baker, B.D. & Ferris, R. (2011). Adding Up the Spending: Fiscal Disparities and Philanthropy among New York City Charter Schools. Boulder, CO: National Education Policy Center. Retrieved [date] from 2 of 49

3 ADDING UP THE SPENDING: FISCAL DISPARITIES AND PHILANTHROPY AMONG NEW YORK CITY CHARTER SCHOOLS Bruce D. Baker and Richard Ferris, Rutgers University Executive Summary In prominent Hollywood movies and even in some research studies, New York City (NYC) charter schools have been held up as unusually successful. This research brief presents a new study that analyzes the resources available to those charter schools, and it also looks at their performance on state standardized tests. The study reaches some surprising conclusions: Spending by NYC charter schools varies widely, and these differences in spending per pupil appear to be driven primarily by differences in access to private donors. The most well-endowed charters receive additional private funds exceeding $10,000 per pupil more than traditional public schools receive. Other charters receive almost no private donations. (The study s analysis is based on data from 2006 to 2008 contained in audited annual financial reports, IRS tax filings of non-profit boards overseeing charter schools and charter management organizations.) Outcomes also vary widely. However, there is little or no relationship between spending and test score outcomes after including appropriate controls. Some high-spending and some low-spending charters perform well, while others perform quite poorly. The study also finds that charters are, on average, not outperforming non-charter publics in NYC. NYC charter schools serve, on average, far fewer students who are classified as English Learners or who are very poor. Both groups of students require more resources to teach than do other students, meaning that charters with lower enrollments of these more resource-intensive students can devote their funding to other purposes. In fact, based on the differences in student needs, NYC charter schools should receive approximately $2,500 less in per-pupil support than the average funding received by same-grade-level traditional public schools. The assumption that these charter schools should receive support equal traditional public schools is incorrect, because they do not serve similar populations. About half of the NYC s charters are given a public facility by the city Board of Education (BOE). This places half of the City s charters in a much better financial situation than the other half. After controlling for the populations served, the study finds that charter schools not housed in BOE facilities receive $517 less in public funding than do non-charters.

4 Charter schools housed in BOE facilities, however, receive substantially more resources ($2,200 on average more per pupil). This finding is worth repeating: Even before private donations are counted, the onehalf of NYC charters with BOE facilities have substantially more money available compared with NYC s traditional public schools. Once the philanthropic dollars are added, one would expect these charters schools to be noticeably outperforming other publics, but they are not. The study offers several recommendations, including the following: Given the crucial role of private philanthropy, future research should pay close attention to overall resource differences as part of the charter experiment puzzle, rather than looking only at public subsidy rates of charters. Policies might be considered to (a) balance resources for schools, whether charter or traditional public, that have less private philanthropic support, and (b) provide support structures for gaining more equitable access to philanthropy for under-resourced charter schools and traditional public schools. Under option a above, a common resource pool for supporting less-well-endowed charters might be generated by taxing private contributions to other charter schools. Policies should be adopted to more tightly link the amount of public funding to the needs of students served at all schools, whether traditional public schools or charter schools. This means adding much greater precision to data collected, annual auditing, and perhaps fiscal sanctions when schools fail to serve students with greater needs over an extended period of time. The findings with regard to New York City Charter Schools may or may not be transferable to other settings across the country. Certainly, the wealth and philanthropic culture of NYC is unique. Further, NYC is much larger than other cities and more racially and socioeconomically diverse as well, creating greater opportunities for cream-skimming, segregation, and neighborhood selection. But, many other cities including Philadelphia, Houston and San Francisco are struggling with similar issues and adopting comparable policies for mediating within-district funding equities, while simultaneously the number of charter schools is increasing. Leaders in these cities would do well to consider carefully the information and questions raised in this new study.

5 ADDING UP THE SPENDING: FISCAL DISPARITIES AND PHILANTHROPY AMONG NEW YORK CITY CHARTER SCHOOLS Introduction This brief explores the financial resources of New York City charter schools. It also addresses differences in student population characteristics and student outcomes across New York City (NYC) charter schools, and evaluates how financial resources translate to other schooling inputs, such as more or less experienced teachers and smaller or larger class sizes. These schools are examined within the broader context of school funding equity and factors that other research has shown to have the potential to advance or disrupt educational equity. In American public education, funding equity involves multiple levels, linked to the multiple levels of our school systems. State systems govern local public school districts, with schools nested within districts. Public charter schools are either nested within districts or operate as independent entities. NYC charter schools are of particular interest to national audiences mainly because they have been used to argue that charter schools outperform public schools and that New York s experience with charter schools suggests a transferable, nationally scalable policy option. Three studies concerning NYC charter schools in particular are frequently cited: Dobbie & Fryer, 2009; Hoxby, Murarka and Kang, 2009; and CREDO, It is important to note, however, that the NYC context may be unique in terms of the role played by philanthropy and so-called venture philanthropy. 2 Significant philanthropic attention has been focused on charter management organizations like the Knowledge is Power Program (KIPP) and Achievement First, which manage charter schools in NYC and elsewhere. NYC charter schools are both touted and blasted in the popular media as being the new favored charities of, for example, wealthy hedge fund managers. 3 The extent that NYC charters have become philanthropic favorites means that NYC charter schools may be quite different from those in places like Missouri or Arizona, distant from the NYC philanthropic culture. In fact, even charter schools in Albany and Buffalo or across the river in New Jersey may be insulated from this unique financial setting. Therefore, additional philanthropic resources may explain a great deal of the claimed success of NYC charter schools. If this is the case, attempts to replicate or scale up these supposed successes would be more difficult and costly than assumed. This brief offers concrete information about NYC charters and their finances to help ground these important policy discussions. 1 of 56

6 Competing or Complementary Agendas? Equity, Choice & Charters The American public education system is under constant pressure from reformers focused on, among other goals, equity and choice. Equity reform advocates argue for adequate funding for all public schools as a means of producing greater funding equity and thereby ensuring that all children have the opportunity to attend high-quality, traditional, local public schools. 4 Choice advocates push for making available more choices for students to be schooled in alternative settings, including public charter schools and private schools. They assert that choice is the policy mechanism that holds the most promise for providing equity. In addition, a subset of choice advocates focuses on funding equity regarding alternative (choice) schools, contending that public subsidies for those providers are not equal to those provided to traditional public school districts. 5 From this perspective, the combination of more alternative providers of education services and greater publicly financed subsidies for those providers will lead to the most equitable possible system. Two recent publications reveal that significant equity concerns persist about state school finance systems. 6 In particular, the concerns focus on the extent to which those systems are not equitable and fail to provide adequate financial resources for local public school districts. Those expressing this concern point to socio-economic segregation and the attendant variations in local wealth as the source of inter-district school funding disparities. Others argue that states have largely done their part to finance local public school districts equitably and adequately. They contend that the remaining funding problems lie within school districts (funding between schools). And they argue that the causes of these inequities are ad hoc, politically motivated local budgeting decisions and not related to state school-finance formulas. 7 Charter school advocates argue that charter schools in particular have been excluded from the system of equitable and adequate public financing presumably available to all local public school districts. 8 That is, they contend that states have adopted equitable and adequate funding formulas to allocate aid to local districts, but that charter schools have often been relegated to alternative funding formulas that provide reduced levels of public financing. At the same time, public funding is not the only potential source of charter school funding disparities. Philanthropic contributions have emerged as a source of charter school funding inequalities. 9 To address concerns over within-district and between-school funding inequities, several large urban districts including NYC have moved toward student-centered funding formulas that have been promoted as more fair. 10 These weighted student funding formulas, such as NYC s Fair Student Funding, are specifically intended to close funding gaps between schools throughout the district and to ensure that funding differences across schools reflect differences in student needs rather than differences in local neighborhoods political influence on the City budget. NYC charter school funding, however, remains distinct from this formula, and is governed separately under state statutes. 11 Some charter school advocates endorse a unified school-funding solution that would use the state school-finance formula to distribute weighted funding directly to schools, ensuring equal funding based on need for students in both local public school districts and charter schools and enabling resources to follow the child to either. 12 A new state school-finance formula adopted in 2 of 56

7 Rhode Island in June 2010 (to go into effect in July 2011) attempts to advance this goal, but the formula remains too new for an empirical evaluation. It is perhaps premature to assume that a child-centered approach to funding would be a panacea. Recent analysis shows that districts adopting weighted-funding formulas in Texas and Ohio have achieved no more systematic targeting of resources to high-need schools than districts using other allocation methods. 13 Goals of this Study This brief explores the income and spending (technically, the revenue sources and expenditures) of NYC charter schools. It evaluates audited annual financial reports and IRS non-profit tax filings and aggregates levels of revenues and expenditures in approximately 60 NYC charter schools operating during the period 2006 to The brief uses these data to evaluate not only the average levels of available resources across NYC charter schools, but more importantly the variations in those levels and the extent to which they relate to differences in student needs. It also explores factors associated with the variation in resources, including (a) access to NYC Board of Education facilities (versus having to fund one s own school building), and (b) access to additional funding through charter management organizations (CMOs) and the major contributors to those CMOs, such as the New Schools Venture Fund, the Bill and Melinda Gates Foundation, and the Walton Family Foundation. Next, the brief examines the relationship between variations in financial resources and student outcomes. The final analysis presented in this brief offers illustrative comparisons between, on the one hand, the finances of Harlem charter schools and, on the other hand, the site-based budgets and student population characteristics of nearby traditional public schools in Harlem serving similar grade ranges. Research and Policy Context Are Charter Schools Under-funded? In recent years, a handful of reports have examined the revenues and expenditures within traditional public school districts compared with those of charter schools. A significant body of research explores differences in resources across local public school districts, and a smaller but growing body of research explores variations in resources across schools within districts and across schools and districts simultaneously. 15 But there is little information available on the variation in resources across charter schools within a given district or on the sources of that variation. Studies that compare only average charter school revenues or expenditures to public school district averages mask large variations in both charter school and public school resources. Further, those studies that compare charter and traditional public schools only on the basis of the level of tax revenue (from federal, state and local sources) or public financing alone overlook significant non-public financial resources. 3 of 56

8 Several recent reports, largely conducted by charter school advocacy organizations, have measured average differences between charter school public financing and traditional public school financing. Invariably, these studies find charters to be under-subsidized, compared (on average) with their public school counterparts. For example, The Center for Education Reform Annual Survey of America s Charter Schools, 2010, noted: Nationally, charters are funded at only 68 percent of their district counterparts, averaging $7,286 per pupil compared to $10,754 per pupil at conventional public schools, according to the National Center of Education Statistics for FY In a more comprehensive analysis, Batdorf and her colleagues from Ball State University in collaboration with Public Impact (referred to hereafter as Ball State/Public Impact) find that Charter schools overall were significantly underfunded relative to school districts, with an average state funding disparity of 19.2%, or $2, The authors argue that Differences in student need, including students with disabilities, free or reduced price lunch students, and the grade levels taught, do not justify the disparity. 18 Further, they assert that, The chief culprit was charter schools lack of access to local and capital funding. 19 The Ball State/Public Impact team classifies states by the level of disparity in funding between traditional public schools and charter schools, labeling the disparity in New York State, for example as Severe, with charters receiving 34.7% less than the comparison publics. As discussed later in this brief, these comparisons are entirely invalid, since they compare district aggregate total resources for public school districts with school-level resources for charter schools. Accordingly, the figures for traditional public school revenue as calculated include items that are provided district-wide, to charters as well as other public schools. Looking specifically at NYC, an opinion piece in the New York Daily News summarizes the findings of a NYC Independent Budget Office (IBO) 20 report on differences in traditional public school and charter school resources. The commentator contends that charter schools draw less public subsidy and spend less: According to the budget office, charter schools receive fewer public dollars, directly or indirectly, than do public schools. The funding difference is negligible for charters that receive public space, about $305 a pupil. Charters that pay for their own facilities, however, receive about $3,017 less per student than traditional public schools. 21 This opinion piece also asserts that accounts of the influence of philanthropic giving to charter schools are exaggerated, pointing out that A recent analysis of publicly reported documents by Kim Gittleson 22 found that the average charter school in the city received about $1,656 per pupil in philanthropic funds in This average alone is not trivial, in that it significantly closes an apparent funding deficit of charters not housed in facilities owned by the NYC Board of Education (BOE) and yields excess resources for those housed in BOE facilities. (The fiscal impact of charters using BOE facilities vs. those not using BOE facilities is discussed later in this report.) But more interestingly, this average hides substantial variation, and it is that variation which Gittleson actually reveals in her report but is not mentioned in the selective quoting of her findings. In fact, she found that philanthropy per pupil ranged from $0 to nearly $8,300 (Harlem Day Charter), with several 0 values significantly lowering the average. 4 of 56

9 An analysis by Miron and Urschel (2010) used national data sources to evaluate the finances of charter schools compared with their host districts. 23 Miron and Urschel s analysis also looked at the demographics of the different schools, and they found: On first appearance, charter schools receive less revenue per pupil ($9,883) than traditional public schools ($12,863). However, this direct comparison may be misleading because of the different ways states channel monies to charters and because charters may not be reimbursed for services they do not provide. Largely because of their unique funding formulas, states differ dramatically in the amount, sources, and patterns of revenues that both charter schools and traditional public schools receive. Moreover, charter schools receive private revenue that is largely absent from the national data. (p. 3) They conclude: as long as traditional public schools are delivering more programs, serving wider ranges of grades, and enrolling a higher proportion of students with special needs, they will require relatively higher levels of financial support. Under these circumstances, differences or inequality in funding can be seen as reasonable and fair. (p. 4) Miron and Urschel thus find evidence that while charter schools may be spending less per pupil in many cases, they are also (on average) serving lower-need populations and not incurring other important costs. This makes it difficult to discern whether or not the spending differential for charters is equitable. Miron and Urschel also identify a significant degree of variation in charter school resources, and they note that differences in private contributions may add to that variation. Do Charters with More Resources Get Better Outcomes? Most studies of the effects of charter schools have identified the act of attending a charter school, in-and-of-itself, as the treatment. These studies compare the differences in learning gains between students in charter schools and those who entered the lottery for charter schools but were not selected. These studies have looked at individual charter schools or groups of charter schools, but they still have typically aggregated findings to a single treatment effect are charters better or worse on average than non-charter public schools? Among those studies that find differences in performance between charter school students and lotteried out students attending local public schools, a handful of studies explore the differences in student populations between the charter schools and traditional public schools. One such study conducted by Caroline Hoxby (2009), reported dramatic gains in achievement for students attending NYC charter schools. 24 Although Hoxby s research methods and analyses have been criticized as exaggerating benefits (Reardon, 2009), it is worth noting that Hoxby and her co-authors pointed to a longer school year as one of the key factors associated with those NYC charters deemed highly successful. 25 This finding suggests that the schools she found successful had access to additional resources and suggests further that schools with greater access to such resources might be able to outperform those without. 5 of 56

10 Similarly, Dobbie and Fryer, in their 2009 account of the successes achieved in the Harlem Children s Zone (HCZ) schools in New York, stress that extensive community services coupled with rich educational opportunities led to the achievement results they reported. 26 They explain: We conclude by presenting four pieces of evidence that high-quality schools or high-quality schools coupled with community investments generate the achievement gains. Community investments alone cannot explain the results. 27 To date, these authors have not detailed the cost of providing either the extra educational services or the community investments of HCZ. If wrap-around community services are important to student achievement and should be scaled up, then broader access to the resources necessary to support them becomes a significant equity concern. The HCZ charter schools, which are called promise schools, have access to resources provided by major private funders, but many other charters and traditional public schools in Manhattan do not. A 2010 national study of charter middle schools by Mathematica Policy Institute (Gleason et al., 2010) considered resource-related differences between more and less successful charter schools, including longer- versus shorter- hours of operations or higher versus lower revenue per student. 28 In a preliminary correlation, with performance, the authors found both of these resource measures to be positively associated with performance. In a subsequent analysis the authors used a more complex multivariate model to assess the relationship between funding and performance and found no positive relationship. This analysis, however, is problematic. The multivariate models used to test for resource effects on performance levels 29 included both total school revenues and other highly related measures of schooling resources that would be purchased with those revenues, such as pupil-to-teacher ratios and total classroom time. Would one expect independent effects on outcomes of a) total financial resources and b) major schooling inputs purchased with those resources? Not likely. Moreover, if resource differences can or do lead to substantive quality differences among charter schools, our concerns over these differences should be heightened. Do charters serve the same students as traditional public schools? From the existing research, it is not clear whether the students attending NYC charter schools reflect the overall demographics of the City s public schools. Those who argue that the demographics are similar sometimes point to the study by Hoxby and her colleagues mentioned above, which compared students who attended NYC charter schools with students attending NYC traditional public schools but who had also applied to charters that is, those lotteried-in and those lotteried-out of attendance at a charter school. As one would expect, Hoxby found no differences between those who were randomly selected and those who entered the lottery but were not selected. This is not the same, however, as saying that the overall population in the charter schools is demographically similar to comparison groups or non-charter public school students. While they do compare the demographics of the charter applicant pool to those of the city schools as a whole (see Hoxby s Table IIA, page II-2), 30 they never compare charter enrollment demographics with those the nearest similar schools or even schools citywide serving the same grade ranges. Similarly, a 2010 study by the Stanford Center for Research on 6 of 56

11 Education Outcomes (CREDO) reports the demographics of NYC charter schools in their sample alongside those of selected matched schools but does not compare them with the geographically nearest schools or the same grade level citywide. 31 Those who argue that charter demographics are not comparable to traditional public schools can point to an analysis of the demographics of NYC charter schools by Buckley and Sattin-Bajaj (2010), who find: Using three recent years of data from the New York State School Report Cards and analyzing the charter population at the school level, we find that English language learners are consistently under-represented in charter school populations across three academic years. Conversely, students who qualify for reduced price lunch are overrepresented and students eligible for free lunch are approximately proportionally represented. This gap in enrollments of English language learners is confirmed by comparing to a population estimate drawn from data from the American Community Survey. 32 This study also did not look at the nearest schools for comparison, nor did it provide gradelevel-specific comparisons. Unfortunately, at this point there is little if any systematically reported, publicly available information on concentrations of children with disabilities, set forth by disability type, across NYC charter schools and the nearest traditional public schools serving the same grade level. The CREDO report authors (2010) claim, without citing evidence, that In NYC, the overall proportion of charter school students who are Special Education is 14 percent, as compared to 16 percent citywide. 33 Of course, these figures are broad averages. One NYC charter school serves exclusively autistic children (Charter School for Autistic Children), and another (Opportunity Charter) serves large numbers of children with emotional and behavioral disability classifications, likely skewing any such comparison. The most useful analyses would control for these differences at the school level as part of comprehensive comparisons, so that a charter school serving many students with special needs would effectively be compared to a similar traditional public school, as would a charter serving few such students. A recent (spring 2010, based on data) data compilation and blog posting by Kim Gittleson of Gotham Schools suggests that charter schools serve only marginally lower rates of children who have Individualized Education Plans (IEPs) than children in similar grade level NYC public schools (13.4% compared with 15.2%). 34 This differential is comparable to that mentioned in the CREDO study above. However, there is substantial variation in Gittleson s reported data, with a few charters serving very high rates (as noted above) and many charters serving substantially fewer children with disabilities than traditional public schools serving the same grade level. In the analyses presented below, the missing explanatory factor may very well be the enrollment of these students with special needs particularly high-needs students. Certainly the extreme cases in some of the below analyses charter schools like Bronx Excellence and Harlem Day have very different records of enrolling students with special needs. While this study can do little more than flag this as an issue, it does appear to be worthy of further examination. 7 of 56

12 % of Schools Characteristics of NYC Charter Schools This section provides a brief statistical overview of the characteristics of NYC charter and noncharter public schools. A higher percentage of charter schools than traditional public schools in NYC are primary or elementary schools. (See Figure 1, which shows the number of schools by grade level.) Note that assigning school-level categories to charter schools oversimplifies things to some extent. Most serve uncommon grade ranges, in part due to start-up enrollment patterns, which often involve building on one grade with each new school year. 100% 90% % 70% 60% 50% 40% Other Primary Middle High 30% % 10% 0% 245 Non-Charter 10 2 Charter School Level Data source: National Center for Education Statistics, Common Core of Data , Public School Universe Survey Figure 1. Distribution of Charter and Traditional Public Schools by Grade Level in NYC Nevertheless, the information presented in Figure 1 is relevant for a variety of reasons. When comparing rates of low-income children across schools, it is most relevant to compare by grade level. In general, lower grade levels have higher rates of children qualifying for free or reducedpriced lunch. 35 Figure 1 shows that charter schools in NYC are very unlikely to be high schools and much more likely to serve lower grades. This plays out as expected when one looks at poverty data (see Figure 2). The proportions of children qualifying for free lunch (i.e., families below the 130% poverty level) in both traditional public and charter schools by grade level in NYC are high more than half of the entire student population. We focus on the free lunch share because most of the charter schools and the traditional public schools surrounding them are in higher-poverty neighborhoods, where the vast 8 of 56

13 % Free Lunch majority of children fall below 185% of the poverty=line threshold for qualifying for reduced-price lunch. Thus, while free and reduced-price lunch shares appear similar across many charter schools and nearby traditional public schools, there are variations in poverty and significant underlying differences in concentrations of poverty at different levels. 36 (See appendix B for histograms of school-level free, and free or reduced-price lunch rates for Bronx schools.) When compared on the combined percentage of students eligible for free and reduced-price lunch, charters are often found to be similar to the traditional public schools % 64% 64% 62% % 57% 59% Not Charter Charter % 0.4 High Middle Elementary Other School Level Data source: National Center for Education Statistics, Common Core of Data , Public School Universe Survey. Reconciled with New York State Education Department, School Report Cards. Figure 2. Shares of children in traditional public and public charter schools in NYC qualifying for Free Lunch under the National School Lunch Program. Within a given neighborhood, however, charters typically serve proportionately far fewer of the poorest students those eligible for free lunch (see Figure 2). 37 The percentage of children eligible for free lunch attending NYC charter elementary schools which include most of the charter schools, is 11 percentage points less than the percentage of free-lunch-eligible children attending non-charter public elementary schools. In other words, charter schools tend to serve a smaller portion of the desperate poor than do traditional public schools. Figure 3 confirms the findings of Buckley and Sattin-Bajaj (2010) that NYC charter schools serve very few children who are limited in their English language proficiency, especially at the elementary level. 38 Differences in English Learner (EL) populations at the elementary level are very large. 9 of 56

14 % English Learner Not Charter Charter High Middle Elementary Other School Level Data source: New York State Education Department, School Report Cards. Figure 3. Shares of children in traditional public and public charter schools in NYC who are limited in their English language proficiency What are the cost implications of these population differences? As discussed by Miron and Urschel (2010), 39 these types of population differences significantly affect the cost of providing adequate educational programs and services and, more importantly, the costs of achieving desired educational outcomes. In fact, the average additional cost of each child qualifying for free or reduced-price lunch and each EL child likely exceeds 100% of the (average) cost of achieving the same outcomes for the non-el or non-low-income child. 40 That is, the cost per pupil more than doubles. Table 1 applies these cost weights (100% for each free-lunch child and 100% for each EL child) to a typical traditional public elementary school in New York and a typical charter elementary school. It provides estimates of the funding these schools should receive and the size of the difference in funding associated with difference in need. 41 For simplicity, and because the numbers closely mimic school-site spending in NYC, we set the underlying foundation level for our comparison at $10,000 per pupil. If we were to adopt a Fair Student Funding model for NYC schools based on these assumptions and include charter elementary schools and regular elementary schools in the model, regular elementary schools would receive more than $2,529 more per pupil because of their needs. Note that this comparison sets aside ongoing disputes over the extent to which NYC charter schools fail to 10 of 56

15 serve comparable shares of children with disabilities, especially those with severe disabilities potentially a significant omission. Table 1. Estimation of Fair Funding for the Typical Charter and Typical Public Elementary School in NYC Typical Charter in NYC Typical Public Elementary Calculated Need Difference Enrollment %Free Lunch 57% 68% %EL 3% 17% #Free Lunch #EL WPU [1] Foundation $10,000 $10,000 Estimated Need per Pupil $16,011 $18,540 $2,529 [1] Weighted Pupil Units applies a 100% additional weight for each EL or Free Lunch child, similar to but slightly lower than weights estimated to NY State data by Duncombe and Yinger (2005)42 NYC Charter School Spending This section presents the findings of analyses of audited annual financial reports and IRS filings of NYC charter schools. 43 Figure 4 summarizes the per-pupil total expenditures of NYC charter schools based on the reported total expenditures from audited financial reports and from the primary non-profit foundation only. In most cases, audited financial report expenditures mirror almost exactly the IRS 990 reported expenditures for the school-site. 44 One difficulty in conducting these analyses is differentiating the financial relationships between school-site non-profit foundations (i.e. the foundations operating under the direction of schoolsite boards of directors and serving single school sites/non-profit entities) and regional- and national-level foundations, usually Charter Management Organizations (CMOs), such as KIPP. Unfortunately, IRS forms do not list revenues by source at any level. They may, however, list major expenditures by the organization to which they were allocated/expended. Assume hypothetically that the Bill and Melinda Gates Foundation gives $100 million to KIPP New York. We can find that contribution on the Gates Foundation IRS 990. We should see on 11 of 56

17 trace them. Then we might or might not see that KIPP New York allocated $5 million to KIPP STAR Academy. KIPP STAR Academy s revenues in that same year would be larger than $10 million, but we would not necessarily know the sources of other private revenue. In this case, it would not be correct to count the $5 million twice, once at the (school) and again at the (organization) level. However, it might be the case that KIPP NY instead paid the salaries of the administrators at KIPP STAR Academy, paid for staff development, materials, supplies and equipment and even building operating costs at a total value of $5 million. But, those expenditures from the KIPP organization would not show up on the STAR Academy financial reports, AFR or IRS 990. In this case, the expenditures should properly be counted as additional school site expenditures. NYC school expenditures range from $10,000 to over $25,000 per pupil, suggesting that the cumulative private contributions spent (reported) at the school site ranged roughly from $0 to $15,000 per pupil (this range excludes the special school for autistic children, which spends more than $80,000 per pupil). The mean expenditure, weighted for student enrollment, is $11,867 (excluding the school for autism). 45 The expenditures of most NYC schools fall between $10,000 and $15,000 per pupil, a 50% variation, which would be considered quite large when evaluating state school-finance systems. 46 Support provided by site-based foundations is supplemented in many cases by regional or national foundations. These regional- and national- level non-profit expenditures per pupil ranged from $0 in many cases to more than $12,000 (see Figure 5). Foundations do not report their expenditures in a uniform fashion. An expenditure might be reported as being at either the school level or the national level; for example, some national charter foundations pay principals salaries directly. The calculations presented in Figure 5 are based in part on enrollment figures, drawn from the NCES Common Core of Data, 47 of all schools under the same Charter Management Organization (CMO). In addition, to identify all schools nationally or regionally that would be part of the network that might, therefore, have access to the national- or regionallevel foundation resources, data was used from organization web sites for Achievement First, Lighthouse, and KIPP. Those resources are divided equally, for purposes of these calculations, across all children enrolled in in schools under a given network.for Harlem Children s Zone (HCZ), the calculation involves an additional difficulty: how much of the foundation support to allocate to the schools, as opposed to the support activities that affect children in the neighborhoods but do not attend the Promise Academy charter schools. One might choose to divide the HCZ organization expenditures by just those approximately 800 children enrolled in HCZ charter schools, which amounts to more than $60,000 per pupil. Instead, Figure 5 calculations divide by the total number of eligible children estimated to live in the zone, or 8, This reduces the HCZ expenditures per child to just over an additional $6,000. The correct allocation likely lies somewhere in between, with children enrolled in the two HCZ charters receiving a disproportionate share, though not all, of the additional resources. Figure 5 includes only 22 of the 59 schools in our analysis. Among the remaining 37 schools, most do not have regional or national support. A few others are connected with higher-level 13 of 56

19 Occupancy Expense per Pupil for International Cultures and Arts, are operated by for-profit Education Management Organizations (EMOs), which are not compelled to report financial data beyond that reported on their school site annual financial statements. Some NYC charter schools clearly had strong relationships with major donors and charter networks. Being part of a charter school network, a Charter Management Organization or Education Management Organization, and being visible nationally are factors that seem to help charter schools gain access to resources. For example, in 2008 the New Schools Venture Fund provided $1.3 million to the Achievement First network and $650,000 to the parent organization of Excellence of Bedford Stuyvesant, Kings Collegiate and Williamsburg Collegiate. The Walton Family Foundation provided an additional $460,000 to Achievement First. Walton provided $5.2 million to the national KIPP organization, and the Gates Foundation provided $2 million. In addition, Walton provided smaller grants directly to schools such as Harlem Link Academy ($50,000) and Girls Preparatory ($50,000). The success academies (Harlem Success Academy) received $510,000 from Walton and $250,000 from New Schools Venture Fund to support three new schools. 51 The value of access to facilities Much has been made of the disparities in resources that result from access by some charter schools to publicly financed facilities. 52 The Independent Budget Office (IBO) of New York City notes: IBO estimates that the value of the savings for these charter schools on facility, utility, and school safety costs is $2,712 per student. 53 $6,000 $5,500 $5,000 $4,500 $4,000 $3,500 $3,000 $2,500 $2,000 $1,500 $1,000 $500 $0 $5,679 $2,116 $4,149 $1,936 No BOE Facility Year Occupancy 2007 Occupancy 2008 Lease/Purchase 2007 Lease/Purchase 2008 $328 $603 $1,523 $1,551 With BOE Facility Figure 6. Average occupancy expenses per pupil 15 of 56

20 Figure 6 summarizes the reported occupancy-related expenses for charter schools in 2007 and 2008, and reported lease/purchase expenses from annual financial statements. However, many schools reported $0 values for occupancy expenses, including some not housed in New York Board of Education (BOE) facilities. As noted previously, it is possible that some occupancy expenses were covered by management organizations. In Figure 6, we compute the averages of occupancy expenses of only those schools that reported occupancy expenses. Most schools housed in New York BOE facilities reported either $0 or very little expenditure on occupancy. Among those charter schools housed in BOE facilities that did spend on occupancy, expenditures were about $328 per pupil in 2007 and $600 per pupil in For schools not housed in BOE facilities, occupancy expenses on average were about $2,000 per pupil in 2007 and somewhat lower in 2008, less than the IBO estimate. Lease/purchase expenses are much higher, but (a) may include large, short-term expenses associated with facilities that will maintain usefulness after the facility is purchased, and (b) may include lease/purchase expenses on non-facilities capital items. More detailed information would be required to estimate an annualized cost of facilities-related expenses across current attending students. Among those schools not housed in Board of Education facilities, reported occupancy expenses vary substantially, from only a few hundred dollars to several thousand per pupil. These expenses may vary for a variety of reasons. Schools may, for example, be using donated space, or may have covered the costs of occupancy in large lump sums raised through philanthropy rather than paying those costs evenly over time. The lack of uniformity means that the value of these data is limited at best. Nonetheless, access to space is clearly an issue in NYC and has serious cost implications for charter schools. Our ability to identify precisely or accurately those cost implications is hampered by lack of precision in available data. Do differences in spending reflect differences in costs and need? One important question is whether the differences in expenditures per pupil across NYC charter schools reflect differences in the needs of the student population. The expansion of charter schooling is occurring in a context in which local public school districts, especially large urban ones, are being pressured to substantiate that resources are distributed across schools in accordance with student needs due to factors such as higher rates of poverty or higher rates of Limited English Proficiency students. One external source of such pressure is proposed changes to comparability regulations for districts receiving Federal Title I funding. 54 In recent years, NYC has attempted make intra-district funding more equitable. Its Fair Student Funding initiative is intended to supplant a funding system that was widely criticized as being based on illogical, ad-hoc, political preferences rather than differential student need-driven funding differences. 55 One way to evaluate whether resource allocation reflects differences in needs and costs is to estimate a regression model that helps determine the extent to which various factors known to influence costs and needs are associated with differences in per pupil spending. Appendix C to this 16 of 56

21 report includes and describes two approaches for such a model. With either model, spending variations across these charter schools are not related to differences in student needs. In fact, whether or not a school has a BOE facility is also not a significant predictor of spending variation, and student needs have no relation to spending differences across NYC charter schools. 56 Indeed, very low enrollment is the factor most associated with increased per-pupil spending. Are expenditure differences associated with student test score differences? It is possible that charter school expenditure differences, while not associated with student needs, may be associated with differences in student test scores results. This would be a reasonable expectation, since additional funding can pay for crucial learning resources (see Appendix E for one issue director and officer compensation). We found, however, that for NYC charter schools, the level of funding appears to have no relationship to student test score results. We examined average performance levels, corrected for several key factors that vary significantly across these schools. 57 Each grade level fourth through seventh was examined separately, using data from After controlling for a school s EL enrollment, its free-lunch enrollment, its location and its enrollment stability, NYC s charters did not do better, and arguably did worse, in terms of their student s test score outcomes. Contrary to press accounts of NYC charter school success at raising student achievement, our analysis found no statistically significant differences in charter versus non-charter school performance (level, not gain) for grades 4, 6 and 7, and charter school test performance lower than that of non-charter schools in grade 5. Overall, the charters are distributed similarly to their non-charter counterparts. However, while the traditional public schools are distributed randomly by performance and poverty, higherpoverty charter schools appear to be performing better than lower-poverty charter schools. In examining this question, we focused on outcomes in 2008, using data from the NYSED School Report Cards, including mean school-level scale scores on English Language Arts (ELA) and Math assessments in grades 4, 5, 6, and 7. Recall that student populations vary widely across NYC charter schools. Neighborhood context may also be a factor in driving test scores and expenses. Therefore, comparisons of raw scores can be deceiving. School-level rates of children qualifying for free lunch or school-level shares of English Learner (EL) students are generally associated with lower average test scores. Since NYC charters serve fewer of these children, NYC charter school average scale scores may be overstated. Using 2008 and 2009 data, we employed a relatively simple regression model to examine the scale scores for each grade level (math and ELA combined) against measures of free lunch rates, rates of EL students, rates of year-to-year enrollment stability, borough and year of data. (See Appendix C for details.) Figure 7 displays the standardized residuals for non-charter and charter schools by free lunch rate for grade 4 and grade 5 English Language Arts and Math. Schools on the red horizontal line perform at expectations (given their population and location) for grade 4 and grade of 56

SPENDING BY THE MAJOR CHARTER MANAGEMENT ORGANIZATIONS COMPARING CHARTER SCHOOL AND LOCAL PUBLIC DISTRICT FINANCIAL RESOURCES IN NEW YORK, OHIO, AND TEXAS Bruce D. Baker Rutgers University Ken Libby and

Guidance on Charter School Formal Complaints Office of School Design & Charter Partnerships Introduction Charter school formal complaints Charter schools are publicly funded schools that are open to all

MODEL POLICY LANGUAGE FOR CHARTER SCHOOL EQUITY Julie F. Mead University of Wisconsin-Madison Preston C. Green III Pennsylvania State University February 0 National Education Policy Center School of Education,

REVIEW OF NEW YORK STATE SPECIAL EDUCATION ENROLLMENT ANALYSIS Reviewed By Bruce D. Baker Rutgers University December 2012 Summary of Review This report asserts that differences in charter and district

School Indicators for New York City Charter Schools 2013-2014 School Year July 2015 IBO New York City Independent Budget Office Ronnie Lowenstein, Director 110 William St., 14th floor New York, NY 10038

Update Pennsylvania s Charter School Law Comprehensive updates must be made to Pennsylvania s Charter School Law in order to ensure academic and financial accountability for students, parents, and taxpayers.

Evaluating the Impact of Charter Schools on Student Achievement: A Longitudinal Look at the Great Lakes States Appendix B June 27 EPRU EDUCATION POLICY RESEARCH UNIT Education Policy Research Unit Division

GAO United States General Accounting Office Report to the Ranking Minority Member, Committee on Ways and Means, House of Representatives December 2002 SCHOOL FINANCE Per-Pupil Spending Differences between

DOCUMENT REVIEWED: Connecticut s Charter School Law and Race to the Top AUTHOR: Tori Tusheit PUBLISHER/THINK TANK: Connecticut Coalition for Achievement Now (ConnCan) DOCUMENT RELEASE DATE: February 2010

SCHOOL FINANCE.0 FLEXIBLE FINANCING FOR A VIRTUAL WORLD Justin Bathon University of Kentucky Bruce D. Baker Rutgers University October 01 National Education Policy Center School of Education, University

YEAR 3 REPORT: EVOLUTION OF PERFORMANCE MANAGEMENT CHARTER SCHOOL PERFORMANCE IN NEW YORK CITY IN credo.stanford.edu ALBANY NY CHARTER SCHOO January 2010 SUMMARY This report supplements the CREDO National

Faculty Productivity and Costs at The University of Texas at Austin A Preliminary Analysis Richard Vedder Christopher Matgouranis Jonathan Robe Center for College Affordability and Productivity A Policy

PROFILE OF CHANGES IN COLORADO PUBLIC SCHOOL FUNDING 988-89 TO 998-99 Prepared for THE COLORADO SCHOOL FINANCE PROJECT Colorado Association of School Boards Colorado Association of School Executives Colorado

CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA credo.stanford.edu April 2011 TABLE OF CONTENTS INTRODUCTION... 3 DISTRIBUTION OF CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA... 7 CHARTER SCHOOL IMPACT BY DELIVERY

Review of Special Education in the Commonwealth of Massachusetts Thomas Hehir and Associates Thomas Hehir, Todd Grindal and Hadas Eidelman Boston, Massachusetts April 2012 Report commissioned by the Massachusetts

Testimony before the Basic Education Funding Commission October 21, 2014 Good morning. My name is Patrick Dowd and I am the executive director of Allies for Children, a nonpartisan, child advocacy nonprofit

MODEL LEGISLATION RELATED TO ONLINE LEARNING OPPORTUNITIES FOR STUDENTS IN PUBLIC ELEMENTARY AND SECONDARY EDUCATION SCHOOLS Justin Bathon University of Kentucky October 0 National Education Policy Center

Review of Continued Progress: Promising Evidence on Personalized Learning Reviewed By William R. Penuel Raymond Johnson University of Colorado Boulder January 2016 Summary of Review A recent evaluation

Reality Check: The Impact of Co-location on a Sample of Schools An Issue Brief by the February 2010 Reality Check: The Impact of Co-location on a Sample of Schools Chancellor Klein has often said his goal

Chicago Public Schools Renaissance 2010 Schools Program Name: Implemented: Program Type: Legal Authorization: Student-Based Budgeting 2005-2006 School Year Pilot Program School Board Policy School Empowerment

PROPOSED FY 2015-16 MINIMUM FOUNDATION PROGRAM FORMULA The FY 2015-16 Minimum Foundation Program (MFP) formula was adopted by the State Board of Elementary and Secondary Education on March 6, 2015. The

research NEW YORK CITY Charter Schools How well are they teaching their students? The 60 charter schools operating in New York City have provided a unique opportunity for the New York City Charter Schools

i Issue Brief School Closures: A Shell Game with Students Over the past decade, Mayor Michael Bloomberg s Department of Education has closed 117 schools in NYC, including 25 school closures just this year.

The Profit Myth Understanding the Structure of New York Charter Schools September 2011 The Profit Myth: Understanding the Structure of New York Charter Schools Revised August 2011 Charter schools are independently-run

Duncombe.005 The Benefits and Costs of School District Consolidation: What recent research reveals about potential cost savings BY WILLIAM D. DUNCOMBE AND JOHN M. YINGER School district consolidation is

CMO and EMO Public Charter Schools: A Growing Phenomenon in the Charter School Sector Public Charter Schools Dashboard Data from 2007-08, 2008-09, and 2009-10 Charter Management Organizations (CMOs) are

Schools Without Diversity: Management Organizations, Charter Schools, and the Demographic Stratification of the American School System Gary Miron, Jessica L. Urschel, William J. Mathis,* and Elana Tornquist

Urban Charter School Study Report on 41 Regions 2015 2015 CREDO Center for Research on Education Outcomes Stanford University Stanford, CA http://credo.stanford.edu CREDO, the Center for Research on Education

Analysis of Special Education Enrollments and Funding in Pennsylvania Rural and Urban School Districts By: William T. Hartman, Ph.D., Pennsylvania State University September 2015 Executive Summary This

New York State Profile Jennifer Guinn EDUC 547 FALL 2008 According to 2006 U.S. Census estimates, with a total population of over 19 million people, 20 percent of New York State s population were foreign-born

December 2008 Report No. 08-68 The Corporate Income Tax Credit Scholarship Program Saves State Dollars at a glance The corporate income tax credit scholarship program produces a net savings to the state.

North Carolina by Meagan Batdorff Summary and Highlights This snapshot examines the revenue sources and funding equity for district public schools and charter schools in North Carolina and, in particular,

The Bottom Line Is Children Public Education In Bucks County The Basics 13 school districts with 86,494 students The instructional spending gap between the highest and lowest spending districts is at least

Andhra Pradesh School Choice Project Proposal 1. Background: In recent years, access to primary education has expanded tremendously in India and gender gaps have narrowed. Approximately 95% of both boys

About the Finalist Cumberland County Schools North Carolina DISTRICT PROFILE Superintendent Dr. Frank Till became superintendent in June 2009, after leading the Boys & Girls Clubs in Broward County, Fla.,

Worthy Alternatives (Figure 1) Attending a charter high school rather than a traditional high school in Chicago and Florida is associated with a higher likelihood of students graduating and going on to

Furman Center for real estate & urban policy New York University school of law wagner school of public service november 2008 Policy Brief Public Housing and Public Schools: How Do Students Living in NYC

CHARTER SCHOOL PERFORMANCE IN INDIANA credo.stanford.edu March 2011 TABLE OF CONTENTS INTRODUCTION... 3 CHARTER SCHOOL IMPACT BY STUDENTS YEARS OF ENROLLMENT AND AGE OF SCHOOL... 6 DISTRIBUTION OF CHARTER

The Public Education Funding Dilemma Ira Hobson Introduction Relying heavily on income generated via local sources, mainly property taxes, to fund education has resulted in funding gaps, which have created

Pennsylvania by Jay F. May Summary and Highlights This snapshot analyzes the revenue sources and funding equity of district public schools and charter schools in Pennsylvania and, in particular, Philadelphia

Essential Programs & Services State Calculation for Funding Public Education (ED279): Maine s Funding Formula for Sharing the Costs of PreK-12 Education between State and Local: 1. Determine the EPS Defined

Tennessee Become more knowledgeable about the education reform landscape Learn how to better advocate on behalf of your child(ren) Education Choices in Tennessee Public Schools Tennessee public schools

Policy Brief December 2011 Louisiana s Minimum Foundation Program Formula: Analyzing the Results Introduction Across the country, school districts rely on a combination of local, state, and federal funds

RI s Education Funding Formula Introduction and Its Impact on Cumberland Students 02/04/2014 Overview of the Funding Formula & Basic Education Plan (BEP) Enacted in June 2010 Regulations developed by the

Is School Funding Fair? A National Report Card Is School Funding Fair? A National Report Card : JUNE 2012 Bruce D. Baker, Rutgers University David G. Sciarra, Education Law Center Danielle Farrie, Education

The Broad Prize for Public Charter Schools 2012 Winner Profile: YES Prep Public Schools June 21, 2012 National Charter Schools Conference Minneapolis, Minn. Winner of the Inaugural Broad Prize for Public

The State of New York IS Failing Schools New York Should Address the Major Reason Schools Fail - Child Poverty March 17, 2015 The state can improve low-performing schools and help students who face learning

P O L I C Y B R I E F THE MISSOURI K-12 FOUNDATION FORMULA EXECUTIVE SUMMARY The Missouri legislature designed the K-12 funding formula to ensure every school district in the state receives a basic funding

NEBRASKA DEPARTMENT OF EDUCATION RULE 2 UNIFORM SYSTEM OF ACCOUNTING FOR NEBRASKA PUBLIC SCHOOL DISTRICTS TITLE 92, NEBRASKA ADMINISTRATIVE CODE, EFFECTIVE DATE JULY 7, 2013 (REVISED) State of Nebraska

NCEE EVALUATION BRIEF December 2013 OPERATIONAL AUTHORITY, SUPPORT, AND MONITORING OF SCHOOL TURNAROUND The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the

State University of New York Charter Renewal Benchmarks Version 5.0, May 2012 Introduction The State University of New York Charter Renewal Benchmarks 1 (the Benchmarks ) serve two primary functions at

IBO New York City Independent Budget Office Expanding Yellow School Bus Service: Fiscal Impact of Three Proposed Policy Changes In response to a request from Council Member Stephen Fiala, the Independent

Financing Education In Minnesota 2013-14 A Publication of the Minnesota House of Representatives Fiscal Analysis Department November 2013 Financing Education in Minnesota 2013-14 A Publication of the Minnesota

Special Education in New York State The Nelson A. Rockefeller Institute of Government A presentation to the Governor s Commission on Property Tax Relief October 2008 Dual concerns: costs and outcomes Special

OVERVIEW OF THE STRUCTURE OF THE ILLINOIS SCHOOL FINANCE SYSTEM To The Illinois State Board of Education By Augenblick, Palaich and Associates Denver, Colorado September 2013 TABLE OF CONTENTS EXECUTIVE

Collaborative for Equity & Justice in Education May 2014 A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education Services in Chicago Charter and Neighborhood Public Schools

The National Accounts and the Public Sector by Casey B. Mulligan Fall 2010 Factors of production help interpret the national accounts. The factors are broadly classified as labor or (real) capital. The

IBO New Also available... Library Spending: Subsidies Rebound, Disparities Remain... at www.ibo.nyc.ny.us York City Independent Budget Office Fiscal Brief August 2007 Are City Vocational Education High

Overview The Charter School Growth Fund ( CSGF ) is a non-profit venture capital fund that invests in the nation s highest-performing charter school operators to dramatically expand their impact on underserved

Findings from the City of Big Shoulders The number of charter schools has grown very rapidly in the United States, from essentially none in 199 to more than 3,4 today. Supporters believe that the flexibility

REVIEW OF SEEDS OF ACHIEVEMENT Reviewed By W. Steven Barnett and Cynthia E. Lamy National Institute for Early Education Research September 2014 Summary of Review This report argues that a particular charter